Education and Training in Autism and Developmental Disabilities

More documents

Recommendations

Info

Figure 1. Illustration of one page on the Cyrano Communicator TM PDA. rectly on the PDA. The video caption played immediately, using Windows Media Player, (available on the PDA) which was automatically opened when the block was touched. After the video caption was complete, the movie stopped, the student closed Windows Media Player using the stylus, and the program then returned to the presentation slide. The block in the bottom right corner contained a picture of an arrow pointing to the right and an auditory prompt which said, “Next”. This block was linked to the subsequent presentation slide corresponding to the next step of the task analysis. When the arrow block was touched by the student (using a finger or a stylus) the program automatically advanced to the next slide. A student could repeatedly touch a picture on a page and hear the auditory prompt or touch the video block and replay the video recording as often as needed until the step was completed, however, the program only advanced forward and students could not go back or “rewind” to a step. The last presentation slide for each cooking recipe contained a photograph of the finished food item, an auditory prompt “finished”, and a video recording of the finished food item on a plate with the voice over, “Finished, you may eat the ____.” Three cooking recipes were selected which sampled three modes of food preparation: stove top (grilled ham and cheese sandwich), microwave (Hamburger Helper Microwave Singles), and toaster oven (individual serving size pizza). Recipes ranged from 19 to 25 steps and required use of a range of stimuli (i.e., boxes, bags, jars, measuring cups, spatula, digital timer) and responses (i.e., stirring, turning, pouring, holding) (Table 1). Experimental Design and General Procedures A multiple probe design across three cooking recipes and replicated with three students was used to determine the effectiveness of a handheld self-prompting system, using video, picture, and auditory prompt levels, to teach food preparation (Gast, 2009). The PDA was operated individually by each student and used to deliver all prompts for task completion. One cooking task was performed during each session and only one session was conducted per day, 3–4 days per week. Experimental conditions occurred in the following sequence: history training for PDA operation, cooking task probe without the PDA (three recipes), PDA prompting (first recipe), cooking task probe without the PDA (three recipes), PDA prompting (second recipe), PDA prompting probe (mastered recipe), cooking task probe without the PDA (two recipes) and so on. Subsequent probe sessions with the PDA following mastery of a recipe were conducted to evaluate use of the device over time (maintenance). Dependent Measure and Data Collection During each condition, data were recorded for each step of the recipe task analyses shown in Table 1. Data were calculated and reported for the percentage of steps completed independently using the PDA regardless of the prompt level used on the PDA. Although the primary dependent variable was the percentage of steps completed independently correct for each recipe, the type of prompt level the student used on the PDA in order to complete the step (independent, picture only, picture auditory, or video) was also recorded. History Training Prior to the first probe session, students participated in instructional sessions to teach operation of the PDA. A washer and dryer were present in the home living area and a selfprompting program with five presentation slides was developed for operation of the Personal Digital Assistant / 427
TABLE 1 Task Analysis for Cooking Recipes Hamburger Helper Microwave Singles (19 steps) Get box of Hamburger Helper from cabinet and put on counter Get 1 cup measuring cup from drawer and put on counter Get small spoon from drawer and put on counter Get 2 oven mitts from on top of the microwave and put on counter Get white mixing bowl from cabinet and put on counter Open box and take out one packet Get scissors from drawer, cut open packet and pour contents into bowl Fill measuring cup with water from sink and pour water into bowl Stir mixture 8 times, put spoon on counter Put bowl in microwave, close door, Press “5” “0” “0” “Start: Wait 5 min for microwave to “ding” Take bowl out of microwave using oven mitts, put on counter, close microwave door and stir mixture 8 times Close box and put in cabinet Put oven mitts on top of microwave Put measuring cup in sink Put spoon in sink Throw empty packet in trash can Put scissors in drawer Stop Grilled Ham and Cheese Sandwich (24 steps) Get skillet from cabinet and put on front right stove burner Get plate from cabinet and put on counter Get spatula from drawer and put on counter Get cooking spray from cabinet and put on counter Get bread from refrigerator and put on counter Get 2 slices of cheese from refrigerator shelf and put on counter Get package of ham from refrigerator shelf and put on counter Take off lid of cooking spray and spray bottom of skillet 6 times Open bread and place 2 slices of bread in skillet Unwrap 2 slices of cheese and place one slice on each slice of bread Open package of ham and place one slice of ham on top of one cheese slice Turn stove dial to “medium” Get kitchen timer from kitchen drawer Press minute button two times and press “start” Wait 2 minutes for timer to beep Turn stove dial to “off” Get spatula and place one slice of bread/cheese/ham on top of other, lift sandwich from skillet with spatula and place on plate Close bread with bread clip and put in refrigerator Put ham in refrigerator Place lid on cooking spray and put in cabinet Put cheese wrappers in trash can Put spatula in sink Put timer in drawer Stop Individual Serving Size Pizza (25 steps) Get plate from cabinet and put on counter Get knife from drawer and put on counter Get pizza dough packet from refrigerator and put on counter Get pizza sauce bottle from refrigerator and put on counter Get cheese package from refrigerator and put on counter Continued 428 / Education and Training in Autism and Developmental Disabilities-September 2010
Page 1 and 2:
Education and Training in Autism an
Page 3 and 4:
Page 5 and 6:
Manuscripts Accepted for Future Pub
Page 7 and 8:
dents in classes that included stud
Page 9 and 10:
TABLE 1 Summary Descriptors of Meli
Page 11 and 12:
tions were conducted at their work
Page 13 and 14:
her function more independently wit
Page 15 and 16:
eluctant to engage in interactions.
Page 17 and 18:
ehaviors were consistent with Phill
Page 19 and 20:
disabilities. Second, it has promot
Page 21 and 22:
youth with severe disabilities. Min
Page 23 and 24:
parents of students with intellectu
Page 25 and 26:
tributed to such PSE program compon
Page 27 and 28:
TABLE 2 Mean Scores of the 7 PSE Pr
Page 29 and 30:
that educators’ and parents’ po
Page 31 and 32:
gan, 1997). Despite the challenges
Page 33 and 34:
ing the total score of the Family A
Page 35 and 36:
with the identified factors being r
Page 37 and 38:
of a positive outlook has been docu
Page 39 and 40:
Page 41 and 42:
TABLE 1 Demographic Characteristics
Page 43 and 44:
ways in the same interviews where s
Page 45 and 46:
In a number of comments, respondent
Page 47 and 48:
practitioners assigned both issues
Page 49 and 50:
Page 51 and 52:
eliability (r .92) and good inter-
Page 53 and 54:
TABLE 2 EQCA Adaptive Behaviors: Me
Page 55 and 56:
TABLE 5 ERDCP: Means, SDs, and t Te
Page 57 and 58:
teen of these studies (90%) reveale
Page 59 and 60: practice may have had an influence
Page 61 and 62: Education and Training in Autism an
Page 63 and 64: ing to questions, (c) the learner f
Page 65 and 66: around a small instructional table
Page 67 and 68: TABLE 2 (Continued) 9. Guide studen
Page 69 and 70: TABLE 3 (Continued) Student Steps B
Page 71 and 72: TABLE 3 (Continued) Student Steps D
Page 73 and 74: esponding to errors by interrupting
Page 75 and 76: Figure 1. Teacher’s number of ste
Page 77 and 78: Figure 2. Number of inquiry skills
Page 79 and 80: TABLE 4 Results of Parent Survey It
Page 81 and 82: data was not simply an artifact of
Page 85 and 86: TABLE 1 Students’ Description Sub
Page 87 and 88: served a communicative function. In
Page 89 and 90: Descriptive Analysis The first rese
Page 91 and 92: eakdown whenever it is the case. He
Page 95 and 96: stood attribution when two consecut
Page 97 and 98: within easy reach. The instructiona
Page 99 and 100: and provided Takao a pen with thin
Page 101 and 102: Figure 3. Percentages of correct re
Page 103 and 104: teacher whether we should fully hon
Page 107 and 108: components to be effective promptin
Page 109: ability (IQ 44, Stanford-Binet Inte
Page 113 and 114: pographic); and (c) no response, ch
Page 115 and 116: Figure 2. Percentage of steps perfo
Page 117 and 118: Figure 4. Percentage of steps perfo
Page 119 and 120: ture audio feature of the PDA, but
Page 121 and 122: M. (1992). The effects of self oper
Page 125 and 126: TABLE 1 Stages of The Halliwick’s
Page 127 and 128: plete other steps (Tekin & Kɹrcaal
Page 129 and 130: Figure 1. Percentage of correct res
Page 131 and 132: Martin, J. (1981). The Halliwick Me
Page 133 and 134: systematic instruction to teach fou
Page 135 and 136: also extremely low with a standard
Page 137 and 138: Procedural reliability probes measu
Page 139 and 140: Discussion The purpose of this stud
Page 141 and 142: (1986). Stanford-Binet Intelligence
Page 143 and 144: focus on the important adults in th
Page 145 and 146: cording to the current environment
Page 147 and 148: that “she felt very inadequate in
Page 149: tive research. (2 nd Ed.). New Jers
Page 152: Search the entire archives of Educa
show all

Education and Training in Autism and Developmental Disabilities

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?